open access

https://doi.org/10.14943/b.edu.136.177

https://hdl.handle.net/2115/78786

Teacher's responses to encourage dialogue in the lessons

英語

Dialogic pedagogy

2020-06-25

Faculty of Education, Hokkaido University

Bulletin of Faculty of Education, Hokkaido University

136

177-192

　Today, by the revision of the course of study, "dialogue" is emphasized in the lessons. The aim is of introducing dialogue in the lessons is to deepen the understanding of learners taking advantage of their diverse ideas. However, such lessons have not been realized. 　To investigate dialogue in the lessons, we should focus on whether the lesson is dialogic, not whether dialogic activities are organized in the lesson. 　According to "dialogic pedagogy", influenced by Bakthin's philosophy, the importance of the following approaches by the teacher is pointed out. 1) The teacher presents the children with challenging activities, 2) The teacher utilizes the children's responses in the subsequent lesson developments. 　While such discussion of the "dialogic pedagogy" on the responses of the teacher is very suggestive, it is not clarified how the responses of the teacher to the answer of the children concretely contributes to the inquiry of the subject matters in the lessons. 　Accordingly, as an example of the dialogic lesson, the author takes up the lesson of "mou sugu ameni (it will rain soon)", a 3rd grade Japanese course at A elementary school in Nagano prefecture, and examines how the teacher encourages dialogue in the lessons. The analysis procedures are as fellows. 1) To compare the lesson design plan with the actual lesson development. 2) To analyze situations, in which children inquire new problems that the teacher haven't assumed in the lesson design plan. 　The findings through the examination are as follows. 1) The teacher discovers potentialities in the children's answers and present them with new questions based on their answers. 2) The teacher relates the new questions to the problems already presented and the aims of the lesson. 　In conclusion, in the dialogic lesson, as shown in this example, the teacher are not only one who decide the direction of the inquiry in the lesson. It is influenced by the children's understanding of the subject matters. Therefore, it is clear that the collaborative inquiry of the subject matters by the teacher with the children leads to guarantee the children's diverse idea in the lesson.

紀要論文

Version of Record

1882-1669

AA12219452